ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity; 3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling)
National Standards:
Earth & Space- Geochemical Cycles; Origin and Evolution of the Earth System
Context of Lesson:
This lesson review the Pangaea concept before moving onto Plate tectonics. This bridges the gap between the conceptual aspect of theory and the scientific proof of how earths crust shifts through formation and subduction as well as its collisions and the subsequent results of plate movement which will be covered over the next few lessons. It will give them a ground work to build from after having given logical reasoning for their building of Pangaea to have logical reasons for natural phenomena such as earthquakes and volcanoes. The homework introduces them to various boundary types which also plays into the earthquakes and volcanoes lessons that are next.
Opportunities to Learn:
Depth of Knowledge
DOK 1- Provide a standard scientific representation for a phenomenon
DOK 2-Explain their example of their representation of Pangaea; Interpret information on a simple map
Prerequisite Knowledge
That there are various plates that the earths crust is made up of that can be created and destroyed as well as move and shift.
Plans for Differentiating Instruction
visual representations of plate movements and maps of the world
Accommodations and modifications
unknown
Environmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.
Materials
paper, pencil, visuals in textbook of plate movements, blackboard, chalk, notebook
Objectives
-show an understanding of each type of boundary movement and where they take place
-be able to explain their reasoning for building Pangaea as they did
-have them critically think and question others motives for building Pangaea as they did
Instruction
Opening
-Daily teaser
Engagement
-Pangaea presentations, ask questions to have them explain their reasoning behind the placement of the continents together in that particular arrangement. Sample Questions: Why did you put Asia bordering (continent bordering it in their representation)? What factors caused you to feel that the Americas once bordered ( continent they have represented bordering the Americas)?
-Lead into main topic by asking questions on how the continents may have been formed Sample Questions: Does anyone know how the continents we have been moving around may have formed in the first place? Or the reasons why they moved apart from each other as they did? Do you think the earths crust is always the same crust or is new crust formed?How do you think that may occur?
-Present information on Sea-floor spreading
Mid-Ocean Ridge- Mt. chain under the ocean, youngest rocks are found here
Ocean Crust formation-sea-floor spread
Ocean Crust subduction-zones, oldest rocks found here
-Present information on plate movements and boundaries
plate movement-visible sign of mantle convection
3 types of boundaries
divergent- away from each other (mid-ocean ridge is one)
convergent- collide into each other (Mt. is when two continental, subduction is when ocean and continental do this)
transform- side side by side along the boundaries
Closure
-Wrap up by relating plate movements to Pangaea break up
- Pass out Plate Boundaries Worksheet for homework
Assessment:
-Pangaea representations and explainations
-Worksheet on Plate boundaries
Lesson Title: Plate Tectonics
State Standards(GSEs):
ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity; 3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling)
National Standards:
Earth & Space- Geochemical Cycles; Origin and Evolution of the Earth SystemContext of Lesson:
This lesson review the Pangaea concept before moving onto Plate tectonics. This bridges the gap between the conceptual aspect of theory and the scientific proof of how earths crust shifts through formation and subduction as well as its collisions and the subsequent results of plate movement which will be covered over the next few lessons. It will give them a ground work to build from after having given logical reasoning for their building of Pangaea to have logical reasons for natural phenomena such as earthquakes and volcanoes. The homework introduces them to various boundary types which also plays into the earthquakes and volcanoes lessons that are next.Opportunities to Learn:
Depth of Knowledge
DOK 1- Provide a standard scientific representation for a phenomenonDOK 2-Explain their example of their representation of Pangaea; Interpret information on a simple map
Prerequisite Knowledge
That there are various plates that the earths crust is made up of that can be created and destroyed as well as move and shift.Plans for Differentiating Instruction
visual representations of plate movements and maps of the worldAccommodations and modifications
unknownEnvironmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.Materials
paper, pencil, visuals in textbook of plate movements, blackboard, chalk, notebookObjectives
-show an understanding of each type of boundary movement and where they take place-be able to explain their reasoning for building Pangaea as they did
-have them critically think and question others motives for building Pangaea as they did
Instruction
Opening
-Daily teaserEngagement
-Pangaea presentations, ask questions to have them explain their reasoning behind the placement of the continents together in that particular arrangement.Sample Questions: Why did you put Asia bordering (continent bordering it in their representation)? What factors caused you to feel that the Americas once bordered ( continent they have represented bordering the Americas)?
-Lead into main topic by asking questions on how the continents may have been formed
Sample Questions: Does anyone know how the continents we have been moving around may have formed in the first place? Or the reasons why they moved apart from each other as they did? Do you think the earths crust is always the same crust or is new crust formed? How do you think that may occur?
-Present information on Sea-floor spreading
- Mid-Ocean Ridge- Mt. chain under the ocean, youngest rocks are found here
- Ocean Crust formation-sea-floor spread
- Ocean Crust subduction-zones, oldest rocks found here
-Present information on plate movements and boundariesClosure
-Wrap up by relating plate movements to Pangaea break up- Pass out Plate Boundaries Worksheet for homework
Assessment:
-Pangaea representations and explainations-Worksheet on Plate boundaries
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page